<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812025000100215</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.106.6266</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A (re)estruturação da cultura escolar a partir da integração de crianças brasileiras e venezuelanas em escolas municipais de Boa Vista-RR]]></article-title>
<article-title xml:lang="en"><![CDATA[The (re)structuring of school culture through the integration of Brazilian and Venezuelan children in municipal schools in Boa Vista/RR.]]></article-title>
<article-title xml:lang="es"><![CDATA[La (re)estructuración de la cultura escolar desde la integración de niños brasileños y venezolanos en las escuelas municipales de Boa Vista/RR.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baptaglin]]></surname>
<given-names><![CDATA[Leila Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Gabrielle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Floralice Barreto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faray]]></surname>
<given-names><![CDATA[Yasmin Gabriela da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ivanilde Apoluceno de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Roraima (UFRR).  ]]></institution>
<addr-line><![CDATA[Boa Vista Roraima]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Harvard  ]]></institution>
<addr-line><![CDATA[Cambridge Massachusetts]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Roraima (UFRR).  ]]></institution>
<addr-line><![CDATA[Boa Vista Roraima]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Roraima (UFRR)  ]]></institution>
<addr-line><![CDATA[Boa Vista Roraima]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>106</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812025000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812025000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812025000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste estudo, objetivamos investigar como a cultura escolar se (re)estrutura a partir da integração cultural de crianças brasileiras e venezuelanas do ensino fundamental I da rede municipal de ensino em Boa Vista, Roraima (RR). Esta análise tem como base uma pesquisa etnográfica, ocorrida nos anos de 2022 a 2024, em duas instituições municipais: escola municipal NC e escola municipal PP. Para o recorte desta escrita, utilizamos dados de escolas e alunos vinculados à rede municipal de ensino contidos no Observatório da Educação da Prefeitura Municipal de Boa Vista-RR; entrevistas realizadas com a Secretária de Educação (SeSMEC) e a Secretária Adjunta de Educação (SeAdSMEC), que representam a Secretaria Municipal de Educação e Cultura (SMEC), assim como com os gestores das escolas PP e NC e com os professores das turmas investigadas; e relatórios de observação da escola e da sala de aula das turmas investigadas nos anos de 2022 e 2023. Por meio desses dados, organizamos a análise em três categorias: Valores, Normas e Hábitos da escola e da sala de aula. Essas categorias nos mostraram que, na cultura escolar, há (re)estruturações em maior ou menor escala em cada categoria e que elas não são atendidas, em sua maioria, em virtude da realidade das escolas. Concluímos que, no cenário imigratório, há a necessidade de, além de uma educação de qualidade (não apenas focada em resultados), uma educação inclusiva e potencializadora de saberes e valores diversos decorrentes das distintas culturas e nações que fazem parte da cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study seeks to investigate how school culture is (re)structured based on the cultural integration of Brazilian and Venezuelan children in elementary schools from the municipal school system in Boa Vista/RR. This analysis derives from an ethnographic study, which took place, from 2022 to 2024, in two municipal schools: Escola Municipal NC and Escola Municipal PP. The study was elaborated by employing: data from schools and students linked to the municipal school system contained in the Education Observatory of the City Hall of Boa Vista/RR; interviews conducted with the Secretary of Education (SeSMEC) and the Deputy Secretary of Education (SeAdSMEC) representing the Municipal Secretariat of Education and Culture (SMEC), the managers of Schools PP and NC and with teachers of the examined classes; as well as observation reports of the school and classroom of the investigated classes from 2022 to 2023. Using this data, we organized the analysis into three categories: Values, Norms and Habits of the school and the classroom. These categories showed us that in school culture there are, on a greater or lesser scale, (re)structuring processes in each category and that they are not met, for the most part, due to the reality of the schools. Therefore, we conclude that within the immigration context there is a need for, in addition to quality education (not only focused on results), inclusive education that bolsters diverse knowledge and values stemming from different cultures and nations that are part of school culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En esta investigación, el objetivo es investigar cómo se (re)estructura la cultura escolar a partir de la integración cultural de niños brasileños y venezolanos del nivel inicial de la educación primaria de la red municipal de educación de la ciudad de Boa Vista, capital del estado brasileño de Roraima (RR). Este análisis se basa en un estudio etnográfico, que se desarrolló entre los años de 2022 a 2024 en 2 escuelas municipales: Escola Municipal NC y Escola Municipal PP. Para los fines de elaboración de este artículo, se utilizaron: datos sobre escuelas y estudiantes vinculados a la red municipal de educación atendidos en el Observatorio de Educación del municipio de Boa Vista/RR; las entrevistas llevadas a cabo con el Secretario de Educación (SeSMEC) y el Subsecretario de Educación (SeAdSMEC) que representan a la Secretaría Municipal de Educación y Cultura (SMEC); así como con los directivos de las escuelas PP y NC y con los docentes de las clases investigadas; los informes de observación escolar y de aula de las clases investigadas en los años 2022 y 2023. Con estos datos, se organizó el análisis en tres categorías: Valores, Normas y Hábitos de la Escuela y del Aula. Estas categorías nos mostraron que en la Cultura Escolar hay (re)estructuraciones en mayor o menor escala en cada categoría y que éstas no se atienden, en su mayoría, debido a la realidad de las escuelas. Se concluye, entonces, que dentro del escenario migratorio se requiere, además de una educación de calidad (no sólo centrada en resultados), una educación inclusiva que potencie los diversos conocimientos y valores surgidos de las diferentes Culturas y Naciones que forman parte de la Cultura Escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cultura escolar]]></kwd>
<kwd lng="pt"><![CDATA[imigração]]></kwd>
<kwd lng="pt"><![CDATA[crianças brasileiras e venezuelanas]]></kwd>
<kwd lng="en"><![CDATA[school culture]]></kwd>
<kwd lng="en"><![CDATA[immigration]]></kwd>
<kwd lng="en"><![CDATA[Brazilian and Venezuelan children]]></kwd>
<kwd lng="es"><![CDATA[cultura escolar]]></kwd>
<kwd lng="es"><![CDATA[inmigración]]></kwd>
<kwd lng="es"><![CDATA[niños brasileños y venezolanos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[VIÑAO FRAGO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sistemas educativos, culturas escolares y reformas: continuidades y cambios.]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Ed. Morata]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
